Assessing Assessments and Constructing Them in Constructivism

From morguefile.com

Measuring outcomes in a constructivist learning environment would certainly be different than outcome measurements from within a traditional approach to teaching. Constructivism is a learning theory that, when put into practice, leads to many varied approaches. Dr. Elizabeth Murphy explores the characteristics of constructivism and how the learning theory has been put into practice at her website, Constructivism from Philosophy to Practice. As she discusses, constructivism holds the belief that "learners actively construct knowledge in their attempts to make sense of their world" and "learning will likely emphasize the development of meaning and understanding." In regard to assessment, one key word used by Dr. Murphy is "development." Assessment of constructivist learning requires continuing assessment.

Keeping it Real with NTeQ

The ten components of NTeQ Instructional Design for Information Technology allow the teacher to integrate technology using either a cognitive or constructive approach to learning. The components instruct the teacher to specifically consider how he/she will integrate the technology depending on the specified objectives, along with practical considerations, such as the learning environment, availability of technology, time constraints and class composition. How the teacher designs the instruction using this model will play a large part in determining the learning approach.

Rapidly Considering IT in ID Models

From morguefile.com

Considering a number of Instructional Design models, I think essential components for design would include:

• Analysis or learners' needs and skills
• Determining objectives/goals
• Selection of resources and materials
• Creating a roadmap, blueprint (the essential design)
• Developing a prototype
• Implementation 
• User feedback
• Evaluation - formative and/or summative
• Possible revisions